Twenty-First-Century Technology Integration Staff Development: A Phenomenology
Educational Leadership | Teacher Education and Professional Development
The purpose of this transcendental phenomenological study was to understand how in-service teachers with 3 to 5 years of experience perceived staff development related to the integration of twenty-first-century technology. Twenty teachers from southeastern North Carolina were selected. This study attempted to describe: How do third- through fifth-year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first-century technology into their instruction? Interviews, and a focus group, were utilized to identify themes that described participant perceptions of staff development regarding the integration oftwenty-first-century technology. Participants reported that: (a)they were more effective teachers due to staff development and (b) staff development seemed to lack focus and purpose. In turn, the identified themes were used for developing a list of best practices as articulated by the participants.
Clark, C., & Boyer, D. D. (2015). Twenty-first century technology integration staff development: A phenomenology. Journal of Computers in Education. doi: 10.1007/s40692-015-0053-y